New York State Physical Education Profile Trainer’s Manual 2007-2008 developed by: The New York State Education Department in partnership with The New York State Association for Health, Physical Education, Recreation & Dance - PowerPoint PPT Presentation

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New York State Physical Education Profile Trainer’s Manual 2007-2008 developed by: The New York State Education Department in partnership with The New York State Association for Health, Physical Education, Recreation & Dance

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Title: New York State Physical Education Profile Trainer’s Manual 2007-2008 developed by: The New York State Education Department in partnership with The New York State Association for Health, Physical Education, Recreation & Dance


1
New York State Physical Education Profile
Trainers Manual2007-2008 developed byThe
New York State Education Departmentin
partnership with The New York State Association
for Health, Physical Education, Recreation
Dance
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3
Goals of the Day
  • Introduce the NYS Physical Education Profile
  • Provide staff development experiences that may be
    used by school district training teams and
    teachers in their local school districts
  • Provide participants with the opportunity to
    learn how to use the CD ROM as a resource
  • Provide NYS physical education professionals with
    a network to help each other learn about and
    implement the PE Profile

4
The Workshop Agenda
  • 800 830 Registration
  • 830 1145 Morning Session
  • Welcome Introduction
  • Tour of the CD ROM
  • Standard 1A Introduction
  • Standard 1A Table Work (CD-ROM Browse Mode)
  • Standard 1A Table Work (CD-ROM Test Mode)
  • Standard 1A Debrief
  • 1030 1045 Break
  • Standard 1B Introduction
  • Standard 1B Table Work
    Debrief
  • 1145 1230 LUNCH
  • 1230 215 Afternoon Session
  • NYS AHPERD
  • Standard 2 Introduction
  • Standard 2 Table Work Debrief
  • Standard 3 Introduction Overview
  • Why implement the PE Profile?
  • Wrap-up

5
The PE Profile
  • What it is
  • a State developed assessment program designed for
    instructional use with curriculum to help
    students, teachers, and administrators focus on
    learning.
  • a source for systematically providing evidence
    that students are learning and subsequently
    achieving the NYS Learning Standards.
  • a source for evaluation of the quality of a
    school districts physical education program.
  • What it isnt
  • a mandated curriculum (curriculum is a local
    district decision).
  • a grading system (criteria for grading is a local
    district decision).
  • a graduation requirement (criteria for graduation
    is a Commissioners Regulation and has not
    changed).
  • a mandated test (the assessment is available for
    schools to use to provide evidence that students
    are achieving the Standards).
  • Bottom line today, a lot of information will be
    presented keep in mind the quote
  • inch by inch, this is a cinch yard by yard,
    this is way too hard

6
The CD-ROM
  • What it is
  • a resource that introduces assessments to use
    with curriculum to help students, teachers, and
    administrators focus on learning.
  • a resource that provides the means to
    systematically provide evidence that programs are
    effective and reflect the achievement of the NYS
    Learning Standards.
  • a resource to familiarize teachers,
    administrators, school board members, parents,
    and students with the New York State Learning
    Standards and commencement level assessments for
    physical education.
  • a resource to help teachers and administrators
    use assessments in physical education program
    evaluation and development.
  • an interactive opportunity to learn how to assess
    performance.
  • What it isnt
  • a magic bullet for curriculum development this
    will take time.
  • a magic bullet for enabling teachers to
    immediately score student performance in a
    reliable way reliable assessing will take
    practice.
  • Teachers will need staff development and practice
    to use the assessments effectively.

7
NYSED Website (www.emsc.nysed.gov/ciai/pe/profile.
htm)
  • What it is
  • a resource that is available for up-to-date
    information
  • for Standard 1A new assessments / updates for
    existing assessments
  • for Standards 1B, 2, 3 the assessment package
    for the present school year.
  • a resource for Printed Materials (PDFs) for all
    text and forms in the PE Profile. This is
    important because it allows teachers and
    administrators to print only pertinent
    information needed at the moment.
    Note In the case of text, it is usually easier
    to read printed text as opposed to reading it in
    scrolled form on the CD ROM.
  • a forum for announcements of Best Practices,
    etc.
  • Unlike the CD ROM, the Website will keep the PE
    Profile alive.

8
Where Did This All Come From? Why?
  • Refer to the History Slide Show and insert it
    here.

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10
New York State Learning Standards for Health,
Physical Education, and Family and Consumer
Sciences
  • Learning Standard 1 (Physical Activity Fitness)
  • Students will have the necessary knowledge and
    skills to establish and maintain physical
    fitness, participate in physical activity, and
    maintain personal health.
  • Learning Standard 2 (Personal and Social
    Responsibility)
  • Students will acquire the knowledge and ability
    necessary to create and maintain a safe and
    healthy environment.
  • Learning Standard 3 (Resource Management)
  • Students will understand and be able to manage
    their personal and community resources.

11
NASPE Content Standards
  • Comparing New York State Learning Standards with
    NASPE Content Standards
  • NASPE 1995
  • General descriptions 1995
  • NASPE revised 2004
  • General descriptions 2004
  • Summary charts

12
About the NYS Physical Education Profile
  • What is the NYS Physical Education Profile?
  • Why physical education needs to be accountable
  • How the results will be used for student and
    program accountability.
  • How does the Physical Education Profile work?
  • Sport and physical activity performance
    assessments
  • Cognitive performance assessments
  • Why do we need the PE Profile?
  • Physical education needs a clearly defined focus
  • Assessments should be incorporated within the
    physical education program
  • Standardized assessments will provide an
    evaluation tool that is consistent for students
    and programs throughout the State.
  • Who is responsible for the PE Profile?
  • The stakeholders NYSED, School Districts,
    Administrators
  • Teachers, Students, Parents

13
Using the NYS Physical Education Profile
  • Impact on Curriculum
  • The NYS Learning Standards and PE Profile may
    affect curriculum
  • Impact on Instruction
  • The NYS Learning Standards and PE Profile may
    affect instruction
  • Student Achievement and Grading
  • The PE Profile addresses both program
    effectiveness and student achievement and may
    affect grading
  • Program Accountability
  • The PE Profile can be used to determine program
    accountability

14
Including Students with Disabilities
  • Assessment Accommodations
  • Instructional Modifications

15
Frequently Asked Questions
  • This section answers questions related to the
    Physical Education Profile
  • What is the Profile
  • Student exemptions
  • Student accountability
  • Implications for programs

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Competency and Proficiency(how rubrics work in
sports and physical activities)
  • Proficient A student has the skill and
    knowledge to be an advanced performer and
    contributor in an organized adult recreational
    setting.
  • 3 Competent A student has the skill and
    knowledge to be comfortable participant and
    contributor in an organized adult recreational
    setting.
  • 2 Advanced Beginner A student needs more
    practice to develop the skill and knowledge
    necessary to become a comfortable participant and
    contributor in an organized adult recreational
    setting.
  • 1 Beginner A student is just beginning to
    acquire the
  • knowledge and skills necessary to
    participate.

21
Traditional Sport Categories
  • Team Passing Sports
  • Net/Wall Sports
  • Target Sports
  • Striking Fielding Sports
  • Assessment components are similar
  • Application of Skills
  • Application of Strategies
  • Application of Rules Conventions
  • Personal and Social Responsibility

22
Application of Skills (how rubrics work
example team passing sports)
  • Students
  • 4. apply effective skills with few, if any,
    observable errors in technique. Students
    consistently and effectively defend and use
    offensive skills in the presence of defensive
    pressure.
  • 3. apply effective skills with errors in
    technique. Students are inconsistent in
    defending and in using offensive skills in the
    presence of defensive pressure.
  • 2. perform skills showing some elements of
    correct technique but application is ineffective
    and inconsistent.
  • 1. attempt skills but technique is not yet
    sufficient resulting in consistently ineffective
    performance.

23
Application of Strategy(how rubrics work
example team passing sports)
  • Students
  • 4. consistently apply effective strategic play,
    maintain proper spacing, and make decisions to
    appropriately adjust to game situations.
    Students transition smoothly between offensive
    and defensive roles.
  • 3. apply appropriate offensive and defensive
    strategies in relation to other players but seem
    hesitant or indecisive when reacting to game
    situations.
  • 2. use some offensive and defensive skills
    appropriately but show little evidence of
    effective contribution to team offense or
    defense.
  • 1. use movements that are unrelated to basic
    game strategy. Students do not contribute to
    offense or defense.
  •  

24
Application of Rules Conventions(how rubrics
work example team passing sports)
  • Students
  • 4. apply rules interpretation, conventions of
    play, and terminology with no observable errors.
    Students announce the score correctly before
    re-starting play after a score or when asked.
  • 3. apply major rules, conventions of play and
    terminology correctly, but make minor errors or
    may seek confirmation from others. Students
    announce the score correctly before re-starting
    play or when asked.
  • 2. demonstrate a general understanding of the
    activity but need assistance to correctly apply
    rules, conventions, terminology and/or scoring.
  • 1. consistently demonstrate incorrect
    application of rules, conventions of play, and/or
    terminology. Students rely on others to play
    correctly.

25
Personal and Social Responsibility Safety(how
rubrics work example team passing sports)
  • Students
  • 4. demonstrate fair play and appropriate
    competitive behaviorparticipate energetically
    and safely demonstrating self-control and respect
    for the positive and safe experience of others
    prevent or resolve conflicts without teacher
    intervention and/or appropriately challenge
    themselves and others to high levels of
    performance.
  • participate energetically and safely
    demonstrating self-control, fair play, and
    respect for others.
  • 2. participate safely and maintain
    self-control but are inconsistent in energy.
  • 1. lack self-control at times and/or need
    reminders and encouragement from others to
    participate in a safe, fair, energetic, or
    respectful manner.

26
Physical Activity Categories
  • Dance Aesthetics Activities
  • Outdoor Activities
  • Personal Performance Activities
  • Fitness Activities
  • Components (and their rubrics vary by category)

27
Dance and Aesthetic Activities
  • Recreational Dance Components
  • (Ballroom Dance, Line Dance, Square Dance, etc.)
  • Application of skills
  • Performance
  • Personal and Social Responsibility
  • Performance Dance/Aesthetic Activities Components
    (Creative Dance, Gymnastics.)
  • Application of skills
  • Performance
  • Choreography
  • Personal and Social Responsibility

28
Outdoor Activities(Camping, Canoeing,
Orienteering, Skiing, etc.)
  • Components
  • Application of skills
  • Personal challenge, decision-making, and
    preparation
  • Application of Safety, Etiquette, and conventions
  • Personal/Social Responsibility Safety

29
Personal Performance Activities
  • Challenge/Risk Activities
  • (Wall climbing, Skate boarding, etc.)
  • Recreational Activities
  • (Ice skating, In-line Skating, Lap Swim, etc.)
  • Martial Arts/Combative Activities
  • (Fencing, Judo, Wrestling, etc.)
  • Personal Best Activities
  • (Competitive Swimming, Track Field, etc.)

30
Fitness Activities(Step Aerobics, Weight
training, Cardio Kickboxing, Aerobic Activities,
Pilates, Tae Bo, etc.)
  • Application of Fitness Principles
  • Application of Skill
  • Personal/Social Responsibility Safety

31
The Standard 1A 1B Connection
  • Sport Physical Activity Assessments
  • Fitness Category
  • Aerobic Performance Activities
  • Cardio-kickboxing
  • Pilates
  • Step Aerobics
  • Tai Bo
  • Water Aerobics
  • Weight Training

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Browse Mode
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TEST MODE
40
Simply Click on the blinking Play button and test
your assessment skill
41
Physical Activity Content K-12 Progression
42
Physical Activity Assessment K-12 Progression
43
Standard 1A in review
  • Standard 1A is achieved when students demonstrate
    competency in 6 activities and proficiency in 3
    activities found in 3 different categories
  • What teachers have found
  • Student Accountability When students understand
    that they are accountable for specific knowledge
    and physical performance levels, their
    attentional focus and energy increases and
    learning improves.
  • Impact on Curriculum Instruction When
    students reach the 9th grade and demonstrate
    competency or proficiency particularly in the
    traditional sports found in the team passing
    category, there is not a pressing need to repeat
    those activities over the next three years
    because for those who did not demonstrate
    competency or proficiency, it is highly unlikely
    that they will take an interest to practice on
    their own or will have enough practice during
    class time to ever become proficient or competent
    in that activity. This fact immediately creates
    opportunities to enrich programs by shifting
    toward the types of activities that students have
    not yet experienced and might choose to do as
    adults.
  • Program Accountability When a climate is
    established where physical education programs
    reflect a seriousness for student learning and
    achievement of the Standards (physical activity,
    fitness, character/civility/citizenship,
    resources), there is more respect from other
    teachers, more resources are available from
    administrators, and fewer pull-outs take place.

44
The Cognitive AssessmentsStandard 1B
FitnessStandard 2 Personal Social
ResponsibilityStandard 3 Resource
ManagementFor up-to-date information for the
NYS PE Profile see www.emsc.nysed.gov/ciai/pe/pro
file.htm
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47
Learning Standard 1B
  • Learning Standard
  • Students will have the necessary knowledge
    and skills to establish and maintain physical
    fitness, participate in physical activity, and
    maintain personal health.
  • Key Idea B for Physical Education
  • Students will perform basic motor and
    manipulative skills. They will attain competency
    in a variety of physical activities and
    proficiency in a few select complex motor and
    sports activities. Students will design personal
    fitness programs to improve cardio-respiratory
    endurance, flexibility, muscular strength,
    endurance, and body composition.

48
Who says Standard 1B is Important?
  • The Issue
  • Physical inactivity and lack of knowledge
    regarding fitness and health-enhancing lifestyles
    have resulted in a startling rise in childhood
    and adult obesity, cardio-respiratory risk, type
    II diabetes, and other lifestyle-related
    diseases.
  • The Question
  • What is physical education doing about these
    fitness and health
  • issues?
  • The Challenge
  • The Centers of Disease Control and Prevention
    (CDC) and the Surgeon General have specifically
    challenged physical education to be an important
    part of the solution to the nations obesity
    epidemic by providing
  • 1) opportunities for physical activity, and
  • 2) knowledge for establishing and maintaining
    health fitness through an active,
    health-enhancing lifestyle.
  • The successful completion of the assessment for
    Standard 1B shows students are prepared for this
    adult responsibility.

49
Standard 1BIntroduction
  • assessments are designed to be part of a
    comprehensive instructional unit
  • assessments are structured as a task comprised
    of stimulus-based questions based on a scenario
    that represents a real world or authentic
    situation
  • assessments will require short answer responses
    in graphic organizers and narratives
  • the assessments are scored using a 4-point rubric
  • student work will show the application of skill
    and knowledge that is personally useful at
    present and will be useful during their adult
    lives
  • answers will show that students can
    analyze/synthesize/interpret information using
    charts, graphs, tables, and other visuals
  • answers will show that students can make
    recommendations or plans based on that
    information
  • the assessments are designed to be part of a
    comprehensive instructional unit where students
    will be held accountable for content knowledge
  • the assessments are not secure.

50
Comparison to NASPE Standards
  • New York State Learning Standard Key Idea B
    states that students will design fitness
    programs
  • NASPE Standards state that the physically
    educated person exhibits a physically active
    lifestyle (1995) or participates regularly in
    physical activity (2004) and that the
    physically educated person achieves and
    maintains a health-enhancing level of physical
    fitness (1995, 2004).
  • The NASPE outcomes imply the need for physical
    activity records and physical fitness test
    scores. In contrast, New York State Learning
    Standard 1 Key Idea B implies the need for a
    cognitive assessment where students demonstrate
    the knowledge and skills necessary to design
    personal fitness programs.
  • Teachers need to be aware that State and
    National Standards sometimes differ. Such is the
    case with the Fitness Standards of NYS and NASPE

51
Developmentally Appropriate Practices (NASPE)
  • Appropriate Practices for Health-Related Fitness
    and Fitness Testing
  • To set a context for the fitness education
    component of a commencement level program and
    fitness testing, it is helpful to review what is
    considered appropriate professional practice.
    NASPE has authored publications for high school,
    middle school, and elementary school levels that
    explain appropriate and inappropriate practices
    on a variety of topics including health-related
    fitness and fitness testing. These identify key
    aspects of professional practice for curricula,
    instruction, and assessment and are presented to
    provide specific guidelines for instructional
    practices that support maximum opportunities for
    developmentally appropriate student achievement.
    Inappropriate practices identify common practices
    that are counterproductive or even harmful to the
    physical, mental, social, and emotional
    development of children and adolescents, and they
    should be avoided or changed.
  • Teachers need to be aware of this information
    (Standards 1A,1B,2)

52
Standard 1B -- Content
  • Curriculum drives instruction
  • Health-Related Components of Fitness
  • Health Risk Factors
  • Basic Principles of Fitness
  • Overload, Progression, Specificity
  • FITT Formula
  • Frequency, Intensity, Time, Type

53
Standard 1B Content Progression K-12
 
54
Standard 1B Assessment K-12 Progression
55
Practice Assessment Standard 1B
  • Groupings for the working session
  • Small groups 2s, 3s, but no more than 4
  • Materials needed (participant packet)
  • Task Scoring Rubric
  • Scenario
  • Graphic Organizers
  • Health/Fitness Profile
  • Exercise/Activity Worksheets
  • Personal Fitness Program
  • Fitness Reference Booklet
  • Class Assessment Record
  • Other forms will be helpful for teachers when
    they prepare for practice assessments for
    students

56
Task Standard 1B
  • Directions Read the Scenario and then complete
    the 3 parts of the assessment
  • Part 1. Complete the Health/Fitness Profile.
  • a. In the Risk Factor section place a check in
    the appropriate box to identify the risk factor
    type.
  • b. In the Fitness Interpretations section,
    interpret each result using the tables/charts
    found in the Fitness
  • Reference Booklet and then identify
    the persons health/fitness status.
  • c. In the summary box that follows the
    Health/Fitness Profile, write a paragraph that
    summarizes the
  • interpretations found in the persons
    Health/Fitness Profile.
  • Part 2. Complete the Exercise/Activity
    Worksheets using your knowledge and the
    information identified in the Scenario and
    Health/Fitness Profile for the following
    health-related components of fitness
  • a. State the individuals short-term goal for
    the first month.
  • b. Recommend specific types of
    exercises/activities that addresses the goals.
  • c. Determine the intensity of the first day
    workout for each exercise/activity type based on
    the FITT Formula.
  • d. Recommend time and frequency for each
    exercise/activity type based on the FITT Formula
  • e. Explain the progression for exercise
    specificity and overload (Principles of Fitness)
    that would lead to
  • achieving the individuals
    short-term goal for the first month.
  • Part 3. Complete the Personal Fitness Program
    using the information from the Exercise/Activity
    Worksheets.
  • a. Identify the physical activities (type) and
    duration (time) for each day of the first week of
    the program.

57
Scoring Rubric for 1B
  • Responses for the graphic organizers and
    summaries
  • 4 will build on essential information by
    demonstrating a level of detail and/or a depth
    and breadth of knowledge that exceeds
    expectations. Responses will include a thorough
    understanding of the components of fitness and
    the ability to create an individualized fitness
    program to improve fitness levels and accomplish
    set goals.
  • (see rubric for specific expectations for
    4-level responses in Parts 1,2,3)
  • 3 provide essential information that
    demonstrates an understanding of the components
    of fitness and the ability to create an
    individualized fitness program designed to
    improve fitness levels and accomplish set goals.
    (see specific for expectations for 3-level
    responses in Parts 1,2,3)
  • 2 address most parts of the task but
    demonstrate limited knowledge and include notable
    errors, omissions, or misconceptions about
    components of fitness programs.
  • 1 fail to address required parts of the task,
    show major errors, omissions, and/or
    misconceptions.
  • Keep in mind that all three parts of the
    assessment are scored as a whole
  • Part 1 Health/Fitness Profile
  • Part 2 Exercise/Activity Worksheets
  • Part 3 Personal Fitness Program

58
Task Standard 1BPart 1 (a,b,c)
  • Part 1. Complete the Health/Fitness Profile.
  • a. In the Risk Factor section check the
    appropriate box to identify the risk factor
    type.
  • b. In the Fitness Interpretations section, use
    the tables/charts found in the Fitness Reference
    Booklet and identify the persons health/fitness
    status.
  • c. In the Summary box, write a paragraph that
    summarizes your interpretations from the
    Health/Fitness Profile.

59
Example Scenario 1
  • Norm, a 17-year old high school senior, was
    considered an all-round kid. He did well in his
    studies, was elected to the student government,
    and was active in intramurals and recreation
    during all three seasons. His favorite activity
    is basketball. Norm believed in keeping fit, as
    he believed that his physical condition would
    affect the rest of his life. But Norm had been
    diagnosed with mononucleosis (mono), and after a
    week in bed he did not participate in any
    exercise for the next four weeks. Norm was sure
    that his inactivity had had a negative effect on
    his fitness. With his recovery complete, Norm is
    once again ready to participate in recreational
    sports and to pursue his long time objective to
    be able to bench press his body weight. Before
    allowing Norm to push himself, his doctor
    referred to his medical data, had him fill out a
    Risk Factor History questionnaire, and evaluated
    his status for the four health related components
    of fitness. The doctor gave Norm clearance to
    begin exercising.

60
x
Normal BMI 23.0 (Body Composition)
x
x
x
Normal fitness level
x
x
Normal fitness level
Desirable level
x x
Desirable level
x x
Desirable level
x x
Good fitness level (Cardiorespiratory
fitness)
Marginal fitness level (Muscle strength)
(Bench press 120 lbs x 9 reps 154 lb predicted
1-Rep Max // 1-RM/Weight 0.96)
Marginal fitness level (Muscle endurance)
High performance (Flexibility)
Good fitness level (Body composition)
Needs to be wary of implications
x
Needs to be wary of implications
x
Needs to be wary of implications
61
Part 1 (c) Health/Fitness Profile Interpretation
  • 3 Level responses would provide correct
    essential information in a summary review of the
    health and fitness strengths, weaknesses, and
    concerns of the individual.

For example, a response might include For
Norm, his doctors report shows no problems as he
scored in the normal range for each item. His
fitness test results all can be interpreted as
good to marginal, and his risk factors indicate
that he should be aware of his family history of
cancer and hypertension.
4 Level responses would build on the correct
essential information (3-Level expectation) by
adding a higher level of detail or further
information that may be relevant for analysis of
health and fitness status and the development of
a subsequent fitness plan.
For example, a response might include For
Norm, his two strength tests indicate marginal
results. That fact, coupled with his goal to
improve his upper body strength and eventually
bench press his body weight should be kept in
mind when developing the muscle strength and
endurance component of his fitness plan.
62
1B Task Part 2 (a,b,c,d,e)
  • Complete the Exercise/Activity Worksheets using
    your knowledge and the information identified in
    the Scenario and Health/Fitness Profile
  • a. State the individuals short-term goal for
    the first month.
  • b. Recommend specific types of
    exercises/activities that addresses the goals.
  • c. Determine the intensity of the first day
    workout for each exercise/activity type based on
    the FITT Formula.
  • d. Recommend time and frequency for each
    exercise/activity type based on the FITT Formula
  • e. Explain the progression for exercise
    specificity and overload (Principles of Fitness)
    that would lead to achieving the individuals
    short-term goal for the first month.

63
Cardiorespiratory Fitness (Part 2.a)
  • 3 Level responses would provide evidence of
    correct essential information and a
    recommendation for a cardiorespiratory fitness
    goal for the first month.

For example, a response might include
Information in the Scenario and Health/Fitness
Profile suggests that even though Norms
cardiorespiratory fitness is in the healthy zone,
he states he wants to regain the overall fitness
levels he had prior to getting mono. Based on
this information, his goal for the first month is
to improve his cardiorespiratory fitness by
improving his score on the Pacer test.
Progression toward his goal would be evidenced by
periodic journal entries showing change in his
performance and/or through retesting.
4 Level responses would build on the correct
essential information (3-Level expectation) by
adding a higher level of detail or further
information.
For example, a response might include
Encouraging Norm to identify specific cardio
activity preferences may help him adhere to his
plan. Good cardio activities (walking, jogging,
step aerobics, swimming, cardio-kick boxing,
treadmill) and/or active sports and recreation
(biking, soccer, skating, tennis) could increase
cardiorespiratory fitness in ways that are fun
and interesting to Norm. To determine if
progression toward the first month goal has taken
place, Norm should be able to exceed the 61
lengths run during his initial Pacer test.
64
Cardiorespiratory Fitness
A 3-Level response might include For Norm,
because it is one of his activity preferences,
basketball is recommended.
A 3-Level response might includeFor Norm, as
his cardiorespiratory fitness level improves, he
may wish to continue the progression by
establishing a higher HR target zone (70-80) by
changing the intensity of his workout.
A 3-Level response might include For Norm,
participating for 30 minutes is recommended.
A 3-Level response might include For Norm, a
minimum of 3x/week is recommended.
A 4-Level response might include For Norm, he
revealed that basketball is a favorite activity,
so he could be encouraged to look for informal
(playground) or formal (Y leagues) opportunities
to play. If he plays regularly and with enough
intensity, basketball would be an appropriate
recommendation.
A 4-Level response might include For Norm, his
fitness test results (HRrest and Pacer test)
indicate good cardiorespiratory fitness
suggesting that, although Norm has not exercised
in the past five weeks, an initial exercise
target zone of 60-70 is recommended. The
recommendation for Norm would include a reminder
that he should periodically check his HR during
his workout, and he needs to keep his HR in the
target zone (122-142 bpm) throughout.
A 4-Level response might include For Norm, the
recommended work-out sessions (basketball) should
last at least 30 minutes per session but, given
the continuous starts and stops of play, playing
longer might be to his advantage. Also, he might
be reminded that time needs to be allotted for
warm-up and cool-down routines.
A 4-Level response might include For Norm, the
recommended frequency of cardiorespiratory
exercise to reach his goal would be at least 3x
per week but he does not have to limit himself.
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Muscle Strength and Endurance (Part 2.a)
  • 3 Level responses would provide evidence of
    correct essential information when making a
    recommendation for muscle strength and endurance
    fitness goals for the first month.

For example, a response might include
Information in the Scenario and Health/Fitness
Profile suggests that Norms muscle strength and
endurance fitness test scores are in the marginal
zone. He states that he has a specific personal
goal of being able to bench press his body
weight. Based on this information, his goal for
the first month is to improve his muscle strength
and endurance, specifically for the upper body.
Progression toward his goal would be evidenced by
periodic journal entries showing change in his
performance and/or through retesting.
4 Level responses would build on the correct
essential information (3- Level
expectation) by adding a higher level of detail
or further information.
For example, a response might include In order
to achieve his overall goal to bench press his
body weight, he needs first to improve his
overall muscle strength and endurance to
establish a high level of muscle fitness. Then
he can revise his program to specifically
improver his upper body strength and thereby
reach his goal of bench pressing 140 lbs.
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Muscle Strength and Endurance
A 3-Level response might include For Norm, a
circuit on resistance machines that address total
body strength and would prepare him to pursue his
goal of bench pressing his body weight is
recommended.
A 3-Level response might include For Norm, his
first day workout on resistance machines would
involve lifts at a weight producing exhaustion
after 8-12 repetitions in each of his 3 sets. A
10-lift circuit using resistance machines is
recommended.
A 3-Level might include For Norm, a total body
circuit program of approximately 45-60 minutes is
recommended.
A 3-Level response might include For Norm,
participation in muscle fitness activities
3x/week is recommended.
A 4-Level response might include For Norm, a
circuit of 10 lifts on resistance machines would
attend to his needs and goals. A circuit (bench
press, knee extension, hamstring curl, biceps
curl, heel raise, lat pull-down, triceps press,
seated row, back extension, abdominal curl) is
recommended.
A 4-Level response might include For Norm, as
endurance improves, strength improves (and
vice-versa). Over time, Norm could reach his
goal of bench pressing his body weight, but he
should first concentrate on improving his overall
muscle strength and endurance.
A 4-Level response might include For Norm, the
standard time allotment of approximately a 60-
minutes is recommended. Norm should be reminded
that exercise time also needs to be allotted for
muscle warm-up and cool-down routines.
A 4-Level response might include For Norm,
participation in muscle fitness activities
3x/week on the days he does not play basketball
is recommended.
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Flexibility (Part 2.a)
3 Level responses would provide evidence of
correct essential information when making a
recommendation for flexibility fitness goals for
the first month.
For example, a response might include
Information in the Scenario and Health/Fitness
Profile shows that Norms flexibility fitness
test score indicates high performance. Norms
goal for the first month is to maintain his
current flexibility level. Progression (or
maintenance) toward his goal would be evidenced
by periodic journal entries showing change in
his performance and/or through
retesting.
4 Level responses would build on the correct
essential information (3-Level expectation) by
adding a higher level of detail or further
information.
  • For example, a response might include In
    order for Norm to realize his goal to maintain
    his high flexibility, he cannot assume that his
    basketball and weight training program will
    suffice. He should include specific flexibility
    exercises in his daily exercise routine.
    Maintenance would be evidenced by Norm being able
    to continue to record a Sit Reach score of at
    least 11 inches.

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1B Task Part 3
  • Part 3. Complete the Personal Fitness Program
    using the information from the Exercise/Activity
    Worksheets.
  • a. Identify the physical activities (type) and
    duration (time) for each day of the first week of
    the program.

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Designing a Personal Fitness Program
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Wrap Up - Standard 1B
  • So, what happened to BODY COMPOSITION ?
  • Body Composition is recognized as one of the
    four Health-Related Components of Fitness and
    data related to it is included in the all three
    subsections of the Health/Fitness Profile
    (Doctors Report, Fitness Test Results, and Risk
    Factor History). Students are expected to be
    able to identify poor fitness as it relates to
    body composition through their interpretation of
    the data provided in the Fitness Test Results
    section of the Health/Fitness Profile. Since
    nutrition, as related to body composition is
    often taught through other subject areas, body
    composition is not addressed specifically as part
    of fitness planning for this assessment.
  • What is on the Website www.emsc.nysed.gov/ciai/pe
    /profile.htm
  • Standard 1B Practice Assessment Package
  • Assessment Task Scoring Rubric
  • Example Scenario 1 Graph Organizer (plus
    answer parameters)
  • Example Scenario 2 Graphic Organizer (plus
    answer parameters
  • Example Scenario 3 Graphic Organizer
  • Example Scenario 4 Graphic Organizer
  • Fitness Reference Booklet
  • Standard 1B Assessment Package
  • Assessment Task Scoring Rubric
  • 10 Scenarios (from which one is randomly drawn
    immediately prior to the Assessment) Graphic
    Organizer
  • Class Assessment Record Form
  • Wrap up

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Learning Standard 2
  • Learning Standard
  • Students will acquire the knowledge and ability
    necessary to create and maintain a safe and
    healthy environment.
  • Key Idea for Physical Education
  • Students will demonstrate responsible personal
    and social behavior while engaged in physical
    activity. They will understand that physical
    activity provides the opportunity for enjoyment,
    challenge, self-expression, and communication.
    Students will be able to identify safety hazards
    and react effectively to ensure a safe and
    positive experience for all participants.

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Who says Standard 2 is important
  • The Issues
  • Lack of respect for others
  • Lack of respect for difference
  • Violence in schools, neighborhoods, and
    communities
  • Bullying
  • The Question
  • What is physical education doing about these
    issues ?
  • The Challenge
  • Project SAVE (Safe Schools Against Violence in
    Education Act) legislation requires schools to
    provide K-12 instruction inn civility,
    citizenship and character education. Learning
    Standard 2 for Physical Education calls for
    students to demonstrate responsible personal and
    social behavior, to care and respect themselves
    and others, and to recognize threats to the
    environment when engaged in physical activity.
  • Essential Skills and Dispositions (NYSED, 1995)
    identified the skills and dispositions that
    prepared students to live well as individuals,
    family and community members, and be productive
    in the workplace. It served as a guide for the
    development of the Learning Standards by
    acknowledging that these skills and dispositions
    need to be taught in all subject areas across the
    curriculum. Many of these skills and
    dispositions fit into Standard 2 for Physical
    Education.

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Standard 2 assessed as behavior in Sport
Physical Activity (1A)
  • Examples
  • Demonstrating appropriate PSR
  • Participate energetically and safely showing
    self-control and respect for others
  • Demonstrating personal challenge,
    decision-making, and preparation
  • Show willingness to challenge self and others to
    higher levels of performance
  • Make timely decisions and adjust to the
    unexpected
  • Perform without need for direction or supervision
  • Safety
  • Apply safety procedures consistently and
    effectively

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Assessment of Personal Social Responsibility
Safety (sample rubric)
  • Students
  • 4. demonstrate fair play and appropriate
    competitive behavior. Students participate
    energetically and safely demonstrating
    self-control and respect for the positive and
    safe experience of others. Students prevent or
    resolve conflicts without teacher intervention
    and/or appropriately challenge themselves and
    others to high levels of performance.
  • participate energetically and safely
    demonstrating self-control, fair play, and
    respect for others.
  • 2. participate safely and maintain
    self-control but are inconsistent in energy.
  • 1. lack self-control at times and/or need
    reminders and encouragement from others to
    participate in a safe, fair, energetic, or
    respectful manner.

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Standard 2 (cognitive assessment)Introduction
  • assessments are designed to be part of a
    comprehensive instructional unit
  • assessments are structured as a task comprised
    of stimulus-based questions based on a scenario
    that represents a real world or authentic
    situation
  • assessments will require short answer responses
    in graphic organizers and narratives
  • the assessments are scored using a 4-point rubric
  • student work will show the application of skill
    and knowledge that is personally useful at
    present and will be useful during their adult
    lives
  • answers will show that students can
    analyze/synthesize/interpret information using
    charts, graphs, tables, and other visuals
  • answers will show that students can make
    recommendations or plans based on that
    information
  • the assessments are designed to be part of a
    comprehensive instructional unit where students
    will be held accountable for content knowledge
  • the assessments are not secure.

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Content Standard 2Knowledge to create and
maintain a safe and healthy environment.Identify
safety hazards and react effectively to ensure a
safe and positive experience for all
participants.
  • Character
  • Individual who acts consistently in a just and
    caring manner. In the physical activity setting
    shows personal restraint and initiative.
  • Civility
  • Interpersonal settings requiring the
    demonstrating of mutual respect, tolerance, and
    cooperation with another person. In the physical
    activity setting, refrains from put-downs
    regardless of differences, and treats others as
    they wish to be treated.
  • Citizenship
  • In group settings where success is dependant on
    effective group membership, shows a willingness
    to listen and contribute, balancing individual
    needs with those of the group. In a physical
    activity setting, puts the good of the team
    ahead of personal gain.

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Standard 2 Content Assessment
Progression(K-12)
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Practice Assessment Standard 2
  • Groupings for the working session
  • Small groups 2s, 3s, but no more than 4
  • Materials needed (participant packet)
  • Task Scoring Rubric
  • Scenario
  • Graphic Organizers
  • Other forms will be helpful for teachers when
    they prepare for practice assessments for
    students

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Task Standard 2 Assessment
  • Directions Read the Scenario and then complete
    the 2 parts of the assessment.
  • Part 1. In the Graphic Organizer give examples
    of behaviors demonstrating appropriate or
    inappropriate character, civility, and
    citizenship exhibited by individuals or groups in
    the Scenario.
  • Part 2. Write an Essay based on the Scenario and
    the completed Graphic Organizer. Identify a
    person or group form the Scenario who is
    demonstrating behavior that shows a lack of
    character, civility, and/or citizenship.
    Indicate why you think that behavior is
    inappropriate.
  • Then describe in detail what the person or group
    might do differently in order to act in a way
    that is consistent with good character, civility
    and/or citizenship. Explain your answer.

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Scoring Rubric for Standard 2
  • Responses in graphic organizers and summaries
  • 4 will build upon essential information by
    demonstrating a level of detail and/or a depth
    and breadth of knowledge that exceeds
    expectation. Responses include a thorough
    understanding of character, civility and
    citizenship in a physical activity setting.
    Behaviors identified are correctly related to
    character, civility and citizenship concepts.
    Conclusions are reasoned, highly detailed, and
    identify both essential information and obvious
    and more subtle factors relevant to the specific
    scenario.
  • 3 provide essential information that
    demonstrates an understanding of character,
    civility and citizenship in a physical activity
    setting. Behaviors identified are correctly
    related to character, civility and citizenship
    concepts. Conclusions are reasonable and
    identify basic factors relevant to the specific
    scenario with no major errors in interpretation.
    Level of detail is sufficient to show
    satisfactory understanding of the concepts
  • 2 address most parts of the task but
    demonstrate limited knowledge and include
    omissions, notable errors, misapplications and/or
    misconceptions about character, civility and
    citizenship.
  • 1- fail to address required parts of the task
    and show omissions, major errors, misapplications
    and/or misconceptions.
  • Keep in mind that all parts of the
    assessment are scored as a whole

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Example Scenario 2
  • Duncan is the new captain of the soccer team.
    He is also in the 3rd period physical education
    class with James, a new student in the 10th
    grade. James had some trouble fitting in at this
    school. Physical education class has been a
    particular problem for him. He is overweight,
    not very good in sports, and shy. James gym
    locker is next to Duncans. In the locker room
    after class, one of Duncans teammates starts
    teasing James, laughing at him and making fun of
    his clothes. Duncan knows this is making James
    miserable, and thinks about how he can step in to
    stop this bullying. Duncan makes a joke to his
    teammate, deflecting the attention, and easing
    the tension for today, but he knows he will have
    to do more if James is going to be a able to get
    through physical education classes this year
    without being a target for some of the other
    boys. He thinks about talking to his teacher
    about the situation, but decides he has to deal
    with his teammate on his own, and plans what he
    will say or do to resolve the situation.

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Part 1 (graphic organizer)
Part 2. Write an essay based on the Scenario and
the completed Graphic Organizer. Identify a
person or group from the Scenario who is
demonstrating behavior that shows a lack of
character, civility, and/or citizenship. Indicate
why you think the behavior is inappropriate.
Then describe in detail what the person or group
might do differently in order to act in a way
that is consistent with good character, civility
and/or citizenship.
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Wrap up Standard 2
  • What is on the Website
  • Standard 2 Practice Assessment Package
  • Assessment Task Scoring Rubric
  • Example Scenario 1 Graph Organizer
  • Example Scenario 1 Graphic Organizer with
    answer parameters
  • Example Scenario 2 Graphic Organizer
  • Standard 2 Assessment Package
  • Assessment Task Scoring Rubric
  • 6 Scenarios (from which one is randomly drawn
    immediately prior to the Assessment) Graphic
    Organizer
  • Class Assessment Record Form
  • Wrap up - Questions

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Learning Standard 3
  • Learning Standard
  • Students will understand and be able to manage
    their personal and community resources.
  • The Key Idea for Physical Education
  • Students will be aware of and able to access
    opportunities available to them within their
    community to engage in physical activity. They
    will be informed consumers and be able to
    evaluate facilities and programs. Students will
    also be aware of some career options in the field
    of physical fitness and sports.

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Who says Standard 3 is Important?
  • The Issues
  • Knowledge of the interaction of factors that
    influence the physically active lifestyles of
    adults
  • The enabling factors including environmental
    variables such as access to facilities,
    equipment, and programs.
  • Knowledge as a consumer
  • Knowledge as a participant in a physically active
    lifestyle
  • Adherence factors why people are not physically
    active
  • The Question
  • What is physical education doing about the issue
    enabling people to be physically active ?
  • The Challenge
  • Do graduates know what they need to know to live
    a physically active lifestyle?
  • Do graduates have the confidence and skill to be
    physically active?

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Standard 3 Introduction
  • assessments are designed to be part of a
    comprehensive instructional unit
  • assessments are structured as a task comprised
    of stimulus-based questions based on a scenario
    that represents a real world or authentic
    situation
  • assessments will require short answer responses
    in graphic organizers and narratives
  • the assessments are scored using a 4-point rubric
  • student work will show the application of skill
    and knowledge that is personally useful at
    present and will be useful during their adult
    lives
  • answers will show that students can
    analyze/synthesize/interpret information using
    charts, graphs, tables, and other visuals
  • answers will show that students can make
    recommendations or plans based on that
    information
  • the assessments are designed to be part of a
    comprehensive instructional unit where students
    will be held accountable for content knowledge
  • the assessments are not secure

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Standard 3 -- Content
  • At the commencement level for Standard 3 students
    should learn how to consider alternatives
    available to them and be able to choose safe and
    effective products, facilities, and programs for
    physical activity and exercise.
  • In order to become an independent participant in
    physical activity outside of school settings in
    their adult lives students will need
  • to be aware of opportunities beyond school, be
    able to access reliable information, and evaluate
    advantages and disadvantages of facilities,
    equipment, and programs and
  • be able to analyze the factors that influence
    individuals to adopt and sustain a physically
    active lifestyle

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Standard 3 Content (continued)
  • Consumerism
  • Adherence Variables
  • Stages of change for establishing a healthy,
    physically active lifestyle
  • Barriers to starting or sustaining a physically
    active and healthy lifestyle
  • Support systems for starting or sustaining a
    physically active and healthy lifestyle
  • Decision-making skills as a consumer of physical
    activity products, facilities, and programs

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Standard 3 Content Assessment
Progression(K-12)
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Practice Assessment Standard 3
  • Groupings for the working session
  • Small groups 2s, 3s, but no more than 4
  • Materials needed (participant packet)
  • Task Scoring Rubric
  • Scenario
  • Graphic Organizers
  • Advertisements (2)
  • Class Assessment Record
  • Other forms will be helpful for teachers when
    they prepare for practice assessments for
    students

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Task Standard 3 Assessment
  • Directions
  • Read the scenario and two advertisements.
    Determine the persons exercise goals and
    personal needs, and then compare them to the
    exercise opportunities and other features
    (advantages) offered in the two advertisements.
    Based on your conclusions, write an essay
    recommending the choice of a fitness program that
    best meets the goals and needs of the person.
    Completing the three charts below will help you
    identify the most important information you will
    need for your essay. Turn in both the competed
    charts and your essay.

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Scoring Rubric for Standard 3
  • Responses for the graphic organizers and
    summaries
  • 4 will build upon essential information by
    demonstrating a level of detail and/or depth and
    breadth of knowledge that exceeds expectations.
    Responses will included a thorough understanding
    of how to evaluate physical activity resources in
    the community as they relate to the individual's
    activity goals and personal concerns
  • (see rubric for specific expectations for
    4-level responses for Parts 12)
  • 3 provide the essential information that
    demonstrates an understanding of how to evaluate
    physical activity resources in the community as
    they relate to an individuals activity goals and
    personal concerns
  • (see rubric for specific expectations for
    3-level responses for Parts 12)
  • 2 address most parts of the task but
    demonstrate limited knowledge and include
    omissions, notable errors, misapplications,
    and/or misconceptions about physical activity
    resources in the community as they relate to an
    individuals activity goals and personal
    concerns.
  • 1 fail to address required parts of the task
    and show omissions, major errors,
    misapplications, and/or misconceptions
  • Keep in mind that all parts of the assessment are
    scored as a whole

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Example Scenario 1
  • Your aunt has just returned from her yearly
    medical exam reporting that her doctor has
    recommended that she begin exercising on a
    regular basis. The doctor wants her to begin
    doing low intensity cardiorespiratory exercise at
    least three times per week to help keep here
    borderline blood pressure and weight in check.
    If possible she should add some basic flexibility
    and strength exercise as well, especially to
    prevent lower back problems. Above all he wants
    her to find a way to build some regular exercise
    into her lifestyle.
  • Your aunt is a 30 year-old 900-500 office
    worker who works in your community, lives alone
    outside of town, and has a very active social
    life. Up to now she has never liked physical
    activity and has never tried to exercise on a
    regular basis. She had hoped to avoid it, but
    now knows she has to do something to prevent
    serious health problems. She is weighing the
    pros and cons of two advertisements she is
    considering as possibilities and asks your advice
    as to which of these two would best meet her
    needs.

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Wrap up Standard 3
  • What is on the Website www.emsc.nysed.gov/cia
    i/pe/profile.htm
  • Standard 3 Practice Assessment Package
  • Assessment Task Scoring Rubric
  • Example Scenario 1 Graph Organizer
  • Example Scenario 1 Graphic Organizer with
    answer parameters
  • Example Scenario 2 Graphic Organizer
  • Advertisements (2)
  • Standard 3 Assessment Package
  • Assessment Task Scoring
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